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leon -pong and basketball 教学目标:

1. 知识目标:能四会单词sport,ping-pong,badminton,basketball,soccer,t-shirt,shorts,runners;能灵活使用句子what’s your favourite sport? my favoutite sport is ____./ i like ____ do you wear? i wear ____ ,____ and____ to play ____.2. 能力目标:能运用所学的英语词汇和句式解决体育运动中所遇到的问题。3. 情感目标:培养学生热爱运动的思想品质,提高对运动项目的认识。教学重、难点:

要求四会的单词和要求掌握的句式。教具、学具准备:

1. 单词卡片,要求四会单词的实物,课后习题卡(每人一份)。2. 录音机或课件。教学过程:

cla opening and review ’s you want to make supper/take a bath/watch tv/read books/buy things/play do you go? i go to the kitchen/the bathroom/the livingroom/the library/the store/the gym.有必要的话,拿出这些词的卡片,进行复习一下。

(设计意图:这个环节的设置既复习了一些动词性词组,又引出了今天课文中提到的地点体育馆和商店。)2.利用单词卡片what’s your favourite clothes? my favourite clothes is ____.也可以直接提问学生:today is warm/cool,what are you wearing? what’s your favourite clothes?(设计意图:这个环节的设置用来复习服装的词汇,同时复习what’s your favourite ____?这个句式,用这些词汇和句式引出新的服装词汇和新句式。)new concepts 1. 利用复习二中的句式引出what’s your favourite sport?学习单词sport,出示单词卡片,联系朗读,拼读。

并让学生模仿回答my favourite sport is ping-pong/. 学生熟悉句式后,再利用实物和单词卡片学习单词 basketball,. 带入句式进行练习。可以是连接式练习,也可以小组练习。

4. 告诉学生回答这个问题还可以使用一个更简单的句式i like ____ . 两人一组做问答练习。

6. 让学生根据已有知识说出踢足球,打篮球都用play.(设计意图:利用已有知识引出新知识,减小教学的难度,同时可以放手让学生自己说出新句式,教师加以指导就可以了,通过练习巩固新知。)7. if you want to play basketball, what do you wear?学习服装词汇i wear shorts,t-shirt.并引出runners,出示单词卡片,拼读单词,并让学生练习用这些词说一个句子。8. 两人一组练习这组句式。

9. 听录音两遍,注意any和some,either 和too的读音和用法。10.完成课后习题并两人一组自编对话。11.利用实物汇报演出。

(设计意图:学习第二部分内容时,要把either 和too的用法提一下, any和some的用法留到第二课去解决。编对话的内容可根据完成习题的内容进行,并利用实物表演出来,运用于实际生活中。)cla cloing

activity book homework

draw your favourite sport and write your favourite sport.板书设计:

leon -pong and basketball what’s your favourite sport? my favoutite sport is ____.i like ____ do you wear?

i wear ____ ,____ and____ to play ____.课后习题:

一. 填单词并连线:

b__dm__nt__n

篮球

t-sh__ __t

运动鞋 p__ng-p__ng

羽毛球

sh__ __ts

t恤衫 s__cc__ __

乒乓球

r__nn__ __s

短裤 b__sk__tb__ll

足球 二. 填空:

1.what’s your favourite sport? my favoutite sport is ____.i like ____ .what do you wear?

i wear ____ ,____ and____ to play ____.课后反思:

the sports store 教学目标:

1.知识目标:能四会单词need,any,or;理解any,some的用法;能灵活使用句子we need some ping-pong you have any balls? do you like this t-shirt or that t-shirt? i like this you like these runners or those runners? i want these 能力目标:能利用所学的词汇和句子到商店买东西,提高综合语言运用能力,解决实际生活中的问题。

3.情感目标:让学生学会独立买东西,学会看价钱和计算价格。 教学重、难点:要求四会的单词和要求掌握的句式。教具、学具准备:

1.

单词卡片,运动服装,乒乓球,纸币,课后习题卡(每人一张)。2.录音机或课件。教学过程:

cla opening and review

1. 分给学生不同的球,让学生自己说出i like to play favourite sport is ____./ i like ____ . t: what’s this/that? s: it’s a t-shirt? t: do you like this t-shirt or that t-shirt? s: i like this : what are these/those? s: they are : do you like these runners or those runners? s: i like/want these runners.(设计意图:利用已有知识引出新知识,减小教学的难度,or在以前的教学中已多次用到,学生都已掌握,不必再多费时间,加深学生对this,that,these,those用法的印象为下面的学习做铺垫。)new concepts i want to play ping-pong,we need some ping-pong “need”,please.让学生利用 need 造句。

2.

do you have any balls? say “any”,please.讲清some和any的用法,都跟可数名词的复数或不可数名词,如:some/any shorts;some/any soup;some用在肯定句中,any用在否定和问句中,举例说明。3.完成课后习题。4.听录音两至三遍。同时讲解美元和元的区别。如:one dollar,two dollars;one yuan,two yuan.练习一下如何问多少钱how much is it? how much are they? 5.布置商店的环境,让学生根据课文编短剧,三、四人一组。 6.汇报演出。

(设计意图:本课是对话形式的课文教学,主要是环境的设置,要让学生在实际的生活环境中学习本文,首先要解决课文中的重难点,也就是新单词和一些主要句式,理清脉络。突破了重难点,理清了脉络,学生在表演对话时就没有很大的困难了。)cla cloing activity book homework 亲自到体育用品商店买一次东西并运用所学语言。板书设计:

the sports store we need some ping-pong you have any balls? 课后习题: 一. 改错:

these book

this runners

some ball those pencil

that t-shirts

any soups 二. 选词填空:

1. do you like ______t-shirt or ______t-shirt? 2. do you like ______shorts or ______shorts? 3. we need ______ ping-pong you have ______ balls?(any, some, these, those, this, that)课后反思:

leon the gym 教学目标:

1.知识目标:能四会单词light,heavy,throw,catch,hit;能灵活使用句子the basketball is ping-pong ball is ’m throwing/catching the ’m hitting the ping-pong .能力目标:能利用所学的词汇和句子表演本课对话并运用于打篮球和乒乓球的活动中。

3.情感目标:培养学生对两种球类运动的喜爱之情。 教学重、难点:要求四会的单词和要求掌握的句式。教具、学具准备:

1.

单词卡片,石头,羽毛等轻重对比的物体,篮球,篮筐,乒乓球,乒乓球拍,球网,有条件可带学生去操场上这节课,课后习题卡(每人一张)。2.录音机或课件。教学过程:

cla opening and review

1.

t:hello, cla!what’s your favourite sports? s:my favourite sport is ____.2.

t:i want to learn basketball/ping-pong you teach me? s:yes.(设计意图:开头直接提出老师想学打篮球和乒乓球,让学生做小老师教,激发了学生的学习兴趣,增强了学生的自信心。)new concepts 1.

教师右手拿篮球并说the basketball is heavy.左手拿乒乓球并说the ping-pong ball is light.让学生模仿练习。

2.利用准备的实物练习heavy 和.

教师告诉学生篮筐是net,拿着篮球投篮,边投边说i’m throwing the “throw,throwing”,please.学生模仿练习。

4.教师没投中就说this is too basketball is too heavy.学生模仿练习。5.

教师拿着乒乓球投篮,一下就投中了就说this is too ping-pong ball is light.学生模仿练习。

6.然后把篮球传给别的学生并说i’m throwing the ’s catching the “catch,catching”,please.学生模仿练习。

7.教师又拿起乒乓球拍并告诉学生this is a ’m hitting the ping-pong “paddle,hit,hitting”,please.学生模仿练习。8.

听录音两至三遍,完成课后习题。9.

学生分组编对话。10.汇报演出。

(设计意图:这节课的教学可在教室布置环境也可以到操场去上,让学生真正体会篮球和乒乓球运动,激发学习兴趣。在句子中学习单词,做到词不离句,最后过度到对话练习,形成篇章,对学生的综合语言运用能力有了很大的提升。)cla cloing activity book homework 课下打篮球和乒乓球并把所学语言运用进去。板书设计:

leon the gym the basketball is ping-pong ball is ’m throwing/catching the ’m hitting the ping-pong ball.课后习题:

一. 根据要求写单词:

写出现在分词形式

写出反义词 hit---

heavy---

throw---

hard---catch---

this---learn---

these---teach---二. 填空:

1.i want to ____ you ____ me? basketball is ping-pong ball is ____.3.

i’m ____ing the ’s ____ing the ’m ____ting the ping-pong ball.课后反思:

leon4 where did you go? 教学目标:知识目标:, taught and thought story song 能力目标: tense did you do? did you do?

情感目标:when you play things, you must get good corporation with your players.教学重点、难点: am throwing the g and throwing 教具、学具:some balls and story a tape and pictures 教学过程:

opening and review

review “ past tense” and “ future tense” verbs with a three columns of words on the blackboard and ask for volunteers to match them each student makes a match, he or she says “yesterday ow i am going uce add “buy” “teach” and “think” to your “today” the students to give you the future tense for each verb and write them under your “tomorrow” write “taught” “thought” “bought” in a different order than the other two columns, and ask the students to gue how they match with the present-tense out the similarities in spelling “bought” “taught” “thought” use the student book

pause after number 1 in the student the story so jenny and li ming went to the store buy some clothes for li ming to the pictures in the student are they talking to?

note the word “player” in the “players” plays something, such as a ce

play “what’s wrong?” to practice the new past tense verbs, and other tenses and “spelling bee” to practice spelling any vocabulary in this “oh, what did you do?” in number 3 of the student the activity book

number 2 in the activity book is a listening students listen to each sentence on the audiotape and change it into the past—’s how the audiotape goes: 板书:

leon4 where did you go? bought taught thought where did you do? what did you do?习题:

l

写出buy teach think 的过去式。l

用where did you do?练习说话。l

用what did you do?练习说话。课后反思:

leon5 a basketball game

教学目标:知识目标: and team, game 2.win and lost

能力目标:trate “win” and “lose” after the game is done a game of “spelling bee”

情感目标:when you get lose, you don’t lose your it again and will win at last.教学重点、难点: about the game and lose

教具、学具:a big picture of this leon and a tape 教学过程:

cla opening and review

play “charades” to review occupations the students mastered in levels 1, 2 and 7: teacher, clerk, cashier, waitre and bus the students have gueed these occupations, add “doctor” and “police officer”.the students mastered these words orally in level 1, but they haven’t seen them for a long r the translation for these occupations to the students acting them out, and help the cla gue the occupations with lots of prompts and can, for example, draw blanks on the blackboard and slowly write in the letters as you sound out more and more of each uce

demonstrate “player” “team” “game” with six volunteers and a game of “spelling bee” spanide the volunteers into two teams of player a sheet of coloured paper to hold, the same colour for each trate “win” and “lose” after the game is to the teams and as you say “you win/lose”

use the student book pause after number 1 in the student the story so ming and jenny have been learning about at the pictures in the student are they doing now?

note some of the idiom in this leon: bob plays basketball “for fun” jenny and li ming “jump up and down” li ming asks jenny “what’s the score?” what do the students think these phrases mean? practice spanide the cla into small each students pretend that they want to learn a game that the other students know how to learn a game that you play in the activity book cla closing 板书:

leon5 a basketball game player team game win

lost习题:

l

用win和lost练习说话。l

连线:player

team

游戏

game

运动员 课后反思:

leon 6 who won? 教学目标:

1、正确理解、区分win—won, lose—lost

2、练习并准确应答what did you do?

教学重、难点:

1、学会探究学习时态的方法,理解过去时与现在时的不同用法;

2、能够理解和运用what did you do? 教具、学具:磁带、单词卡片。教学过程:

一、探究性学习准备

(1)

师生问候打招呼,并进行口语对话。

(2)

用what’s wrong?游戏来复习已学过动词的过去时、现在时和将来时结构。(设计思路:以学生喜爱的游戏方式进行复习,使这课一开始大家就有个好兴致。)

二、探究性学习的展开

teaching key concepts 教师开门见山询问:what did you do yesterday?学生回答完毕,紧追问what did jenny and li ming do this evening?让学生回忆上节课学习的内容并谈论一下比赛实况。让学生听录音,回答问题。探究问题一

1.

did bob’s team play a game? won? lost?

4.

what snacks did they buy?

学生小组合作,根据教师提供的录音内容,回答问题。探究问题二

认真听录音,复述bob’s basketball game

小结:通过提示词yesterday—bob’s team played—good game--played hard—won—lost—yelled--bought帮助学生复述故事。

最后,请学生小组内进行比赛,巩固记忆动词的过去式。

三、探究练习训练

利用动词卡片向学生展示yesterdaytodaytomorrow不同时间的区别,对what did you do? what are you doing? what are you going to do?三组句子进行词汇替换。

小组内就关于从某地回到家中,向父母讲述去过哪里、做过什么等内容组织对话。

四、探究学习补充

活动手册有时间在课上做,没时间可说明要求,作为家庭作业。(设计思路:活动手册是很重要的一个内容,可利用它检查学生对所学知识的掌握情况)板书设计:

yesterday—bob’s team played—good game--played hard—won—lost—yelled--bought习题

一、仿照例句写句子

day we we ow we are going to 、yesterday we ow we are going to________.2、yesterday we we ow we are going to buy 、yesterday we ow we _______________.二、找出下列答句所对应的问句 1.()i am playing ()i am going to ()i bought ()i walk to school. did you do yesterday? are you going to do tomorrow? are you doing now? do you do from monday to friday? 课后反思:

leon7: are you ready for a quiz ?

一、教学目标

1、知识目标

带领学生复习本单元的重点内容: ①重点词汇: any, heavy, light or bought, taught, thought sport, basketball, ping-pong, runners, shorts, t-shirt, game, player, team catch, throw, hit, need, win, lose ②重点句型:

—what did you do?—i/we ____.③过去时的应用。

2、能力目标

要求学生能够灵活运用所学知识谈论与运动相关的话题。

3、情感目标

使学生明白体育运动的好处和重要性,鼓励学生积极参加体育运动。

二、教学重点、难点:

1、教学重点

英语故事

2、教学难点 any, heavy, light or bought, taught, thought sport, basketball, ping-pong, runners, shorts, t-shirt, game, player, team catch, throw, hit, need, win, lose—what did you do?—i/we ____.过去时的应用。

三、教具准备:磁带、英语故事书

四、教学过程

一、cla opening and review play a game “what’s miing?”

(规则:把词汇卡片竖放在教室前面,告诉学生看1分钟的卡片后闭上眼睛,然后教师移开一张卡片。让学生睁开眼睛,设法指出教师移走了哪张卡片。提问每个学生让其说出移走的卡片的名称,直到猜对正确答案为止。让学生重新看到那张移走的卡片,并把它放回原处。那名猜对正确答案的学生可以在移走另一张卡片,让大家接着猜。)

二、1.

讨论leon 7: 的这几幅图片。(这几幅图片和问题都是本单元的重点知识,让学生讨论根据图片来描述不仅锻炼了孩子的口语表达能力,同时也复习了前面的知识。)2.听课文录音。

因为听力对于学生来说也很重要,安排这样一个练习,不仅强化了学生的知识,同时听力也得到了锻炼。

三、new concept1.利用《活动手册》、《故事书》和录音带带领学生复习。

1、讨论故事

a、oes anyone know any characters in this story? b、does anyone rember what the diffos like to do ? c、what does david do differently in this story ? d、is his friend happy or mad ?(本故事共分了三个情节,fly a kite , play egg ping-pong , play melon basketball.在讨论的时候也把这个故事分成三个部分来进行)

2、听录音

1)

先整体听一边。2)

在分成三部分来听。

3、练习

第一部分练习

填空。

one day , dvied difo was()with his fiend were() was a hot was no().the diffos()flew()in the wind.第二部分练习

判断

1.

they donot need

jff taught dvied to play egg

can david hit the ping-pong balls ? no, he is not a good

david teaches jeff to play egg closing。student book:leon 7homework:《activity book》

五、板书设计

leon 7:are you ready for a quiz ?

anyone know any characters in this story? anyone rember what the diffos like to do? does david do differently in this story ?

六、练习题

(一)选择题:

1 what sport do you like best ? i like to

, play the badminton

b , play badminton

c, play the guitar

d, play the ping-pong 2 would like to learn to play ping-pong ?

a ,yes ,i do

b, no , i donot c ,yes , i , yes , i can

and li ming________ something at the store yesterday

t

(二)写出相对应的过去式:

play

have

go

teach

hit

hurt

want

think

buy

课后反思:

leon8 again, please.一、教学目标: 1.知识目标 ①重点词汇: any, heavy, light or bought, taught, thought sport, basketball, ping-pong, runners, shorts, t-shirt, game, player, team catch, throw, hit, need, win, lose ②重点句型:

—what did you do?—i/we ____.③过去时的应用。2.能力目标

要求学生能够灵活运用所学知识谈论与运动相关的话题。

3.情感态度,价值观:使学生明白体育运动的好处和重要性,鼓励学生积极参加体育运动。运用游戏激发学生学习英语的兴趣,小组、同桌合作学习,形成师生互动、生生互动培养学生合作精神,并对其他学生所说的话给予适当的回应,让每个孩子感知英语的特有的魅力,通过努力,体验成功!

二、教学重、难点: any, heavy, light or bought, taught, thought sport, basketball, ping-pong, runners, shorts, t-shirt, game, player, team catch, throw, hit, need, win, lose—what did you do?—i/we ____.过去时的应用。

三、教具准备

课件、六年级配套光盘、单词卡

四、教学过程:

step1 warming-up and revision 1.学生互相问候,建立氛围。

2.利用节奏轻快的chant复习几类sports,为下面的授课营造良好的气氛。3.展示课件大标题,让同学们谈论“your favourite sport.” 找几名自告奋勇的学生谈论。

4.看幻灯片中的表格,小组合作完成。

在这一环节中,学生间介绍自己通过调查得出的结果,把单词揉合于句型中,进行语言交流,使整个教学源于生活,又用于生活,让学生学得有趣,学得有用,体验成功。step2 practise

a game “what’s miing?”

(规则:把词汇卡片竖放在教室前面,告诉学生看1分钟的卡片后闭上眼睛,然后教师移开一张卡片。让学生睁开眼睛,设法指出教师移走了哪张卡片。提问每个学生让其说出移走的卡片的名称,直到猜对正确答案为止。让学生重新看到那张移走的卡片,并把它放回原处。那名猜对正确答案的学生可以在移走另一张卡片,让大家接着猜。)ce

规则:教师出示几个一般现在时的句子,学生把它们变成一般过去时。

step3 cla closing let’s chant.五、板书:

leon8:again , please!sport

六、练习题

快乐过去式你来填

buy __________teach _________ think ___________ win __________ lose ___________ play ___________

watch ___________

写反义词。

win ________ lost ___________ light ___________

catch _________ 选择填空。

()-pong is my favourite like

() ball is_______, i can throw it

() and li ming________ something at the store yesterday

t

() you like this t-shirt________ that t-shirt?

d

() buy a________ of runners and a hat________ ……for

……to

……for() must hit the ball________ the

() you have any_________ ?

() and li ming arrive _________ the gym at 7:

() thought he _________ hit the ball, but he hurt his

’t

() snacks did you buy?

i bought a_________ and

dog

按要求完成句子。(8分)

, team, a, many, players(连词成句)

did you do yesterday?(回答问题)

fly kites in the park.(变一般将来时)

4。what is jenny doing now?(用打篮球回答)

七、课后反思:

leon 9 always eat breakfast!

一、教学目标:

(一)知识: 1.巩固内容:

always, sometimes, usually, never等表示频度的词汇。2.掌握四会词汇和句型: ①healthy, strong, weak, week ②—how often do you ____?—____ times a ____.(二)能力:

学生能用所学词汇句型说出有关健康的句子。

(三)情感:

帮助学生明白早餐的重要性,培养学生关注健康、关心他人的品质。

二、教学重点、难点: 重点:四会词汇和句型

难点:—how often do you ____?—____ times a ____.句型的理解和运用。

三、教具、学具: 图片、录音机、四、教学过程:

cla opening and review

a game: never, never key concepts ①healthy, strong, weak, week ②—how often do you ____?—____ times a uce

use puppets to role-play “healthy”, “strong”,” weak”and “sick”.p1:(sad, coughing.)i feel it, please, : :(happy, energetic.)i don’t feel feel healthy! it, : : i am !(try to carry a chair, but can’t.)this chair is too am it, : : not am strong.(to puppet 1.)may i help you with that chair?(carry it.)there!the chair is heavy, but i am it, : the pictures and introduce these “healthy”, “strong”,” weak”and “sick”on the the students try to translate

ask the students to say who is strong/ healthy/ weak/ t book introduce

t: everyone wants to be strong and you? let’s learn what to , always eat e it’s good for you!do you always eat breakfast? let’s is a is a are seven days in a are they?(say monday, tuesday……)t: when did you eat breakfast last week?

sunday monday tuesday wednesday thursday friday saturday student 1

student 2

„„

introduce how often did you eat breakfast last week? once/ twice/ three times/…… a t book and audiotape

play the audiotape and answer the questions:

how often did danny/ kim/ li ming eat breakfast last week? practice

t: we can say other example: how often do you play ping-pong? ask the students to say some the students to make up appropriate sentences about how often and make up a the students to introduce their ty closing.五、板书设计

leon 9: always eat breakfast!

图片

strong and healthy

图片

weak and sick

—how often do you ____?—____ times a ____.(once a week;

twice a week.)

六、练习: (一)填空:

always eat am ______ and hong never eats is _______ and ______.(二)写句子:

write three sentences with how often ________ ?

七、课后反思:

leon 10 always brush your teeth!

一、教学目标 a.知识目标

1.review and use the keywords : before and .

students can read ,listen , say and write the vocabulary: teeth ,brush your teeth ,face ,wash your face , comb(your hair).ant sentence :what do you do before / after ____? b.能力目标

1、学生能够正确运用短语brush„teeth , wash„face ,comb„hair ,并知道人称的变化。2.能够掌握before ,after 的用法。c.情感目标

通过学习,学生能对本课内容产生兴趣,主动参与教学活动,认真理解短文内容,并养成讲究卫生的好习惯。

二、重难点

after , before , teeth ,face , brush , comb

三、教学准备

objects(toothbrush , comb …)word-cards , clock

四、学具准备

paper , clock , marker

五、教学过程

(一)cla opening and review

ng :good morning ,cla!how are you ?how’s the weather today ? :look at some pictures and actions ,ask several questions how often do you ____?

what do you do ___? 设计意图:在游戏中复习已经学过的单词,避免枯燥乏味的单纯记忆,让学生自己主动的记忆。

a song :in the bathroom.(review the names about body)(二)new concepts step 1: introduce : show the cards to remember “teeth , face ”

t: do actions to introduce “brush your teeth ” and “comb your hair”

设计意图:用实际动作演练介绍单词,学生既爱学,又学的快,理解的容易。t: look , it’s 6:30 , i often brush my , i wash my : what do you do ?

what are you doing ? step 2 : play a game : gue

review the phrases such as “eat breakfast , get up , wash …hands , wash …face , brush …teeth , comb …hair ”

step3 : demonstrate: draw three clocks to show : 6:45

7:00

7:15 7:00

i want to eat breakfast at 7::45

before i eat breakfast , i brush my :15

after i eat breakfast , i go to school.设计意图:通过出示图片,创设情境,让学生在意义的、生动有趣的情景中接触所学的新内容。

t : let’s repeat ,before and you say some sentences with these two words ? practice in

设计意图:通过小组中的互相练说,克服学生一个人怕说错的思想,在集思广义中说出自己能想到的句子,同时不限定于一个句型,培养学生的发散思维。在小组练习中,提高了学生发言的积极性,说的机会也增多了,加上教师或基础好的学生的及时指导,学生的表达能力也会有所提高。

play the audiotape and read the dialogue , check up the exercises : listen and order()jenny wakes up.()jenny brushes her teeth.()jenny eats breakfast.()jenny washes her face and hands.()jenny combs her hair.()jenny goes to school.设计意图: 在听的过程中为孩子预留了任务,符合英语课标中提倡的任务型教学,并且能引导学生注意听得重点内容,为他的学习提供了方向。(三)cla closing

activity book : no 2 the se

写出下列单词的反义词

1、weak----

---

---

---

---

---

--- 回答问题

1.how often do you go to school ? 2.

how often do you wash your face ?

3、what do you do before you eat breakfast ?

4、what do you do after you eat supper ? 写出下列短语

1.洗脸

2、刷牙

3、梳头

4、吃早饭 课后反思:

leon 11:this is good for you

一、教学目标:

1、知识技能:(1)学生能够听、说、读、写单词:bones, muscles ,skin 并能用英语进行表达。

(2)

学生能复习掌握并实际做对话:what`s your favourite fruit? my favourite fruit is。

(3)

学生能够联系旧知结合新知掌握课文中的重点单词和句子。

2、过程与方法:通过师生、生生间的问答练习、游戏等活动,使学生在轻松、活跃的课堂中获得知识。

3、情感态度:通过学习本单元的前3篇课文,学生知道什么是对身体健康有好处的,培养学生养成良好的卫生习惯。

二、教学重点:

(1)学生能掌握四会单词:bones, muscles ,skin。

(2)

并且能够运用句型 what`s your favourite fruit? my favourite fruit is

。做对话。

三、教学难点:

学生能够理解运用身体健康的句子。

四、教具准备:

实物水果、食物卡片、cai课件等。

五、教学过程:

计 设 计 意 图(1)cla opening and review a.greeting :

good morning ,everyone!„„.b. review words :apple , banana , grapes , orange , melon , strawberry with real objects and make dialogue : what`s your favourite fruit? my favourite fruit is

。 : do the activity

face ,wash hand ,comb hair ,get up ,eat breakfast ……(2)new concepts a.demonstrate : bones, muscles ,skin with some pictures on the the ss to pay more attention to “s”.lead the ss to read these new words several uce the sentences of part 1 on the computer the audiotape part 1 as the ss ask the ss to discribe the ce : listen to the radio and fill in the blank : ★

these are

.for strong, you need to eat foods that are good for you。

this is a

.for strong, you need exercise.★

this is

.healthy

is clean

.d .game : show some pictures of food and let the ss to spanide them : which one is good for you or bad for this food good for you is good like : fish ,fruit ,meat ……

on : ask ss to make a discu of what good for your health show the sentence :a healthy body has healthy bones ,muscles and oard design:

leon 11:this is good for you bones

muscles

skin what`s your favourite fruit? my favourite fruit is

。exercise :

1 .写出下列短语:

洗脸

刷牙

梳头

吃早饭 2 .写单词:

these are

.(骨头)this is

.(皮肤)

this is a

.for strong, you need exercise.(肌肉)a healthy body has healthy

and

.3.回答问题:

what`s your favourite fruit?

用游戏作为教学开头,活跃课堂气氛。复习了以前学过的单词,为后半部分教学做好铺垫。

用cai课件上的图片和身体的肢体去表达骨骼、肌肉、皮肤等单词的含义。

使教学内容更简单、更直观,学生更容易理解和接受。活跃了学生的脑思维,将身体部位和英语单词有机结合起来,学生学起来比较感兴趣。

听音做事是英语课堂教学中一种很有效的途径,也是练习听力的一种有效的方法,做到了听和写的结合。

利用游戏使学生认识到什么食物是对身体有好处的,什么食物是对身体有害的。给学生创造一个快乐的学习环境。

小组合作并讨论,在复习旧知的基础上总结巩固新知。课后反思:

leon12: eat your vegetables!teaching content student book 8 unit2 leon12: eat your vegetables!

grade grade six teaching time 40 minutes teaching objectives 1.使学生能听、说、读和写词汇: cabbage, onions, month。2.使学生能够描述自己日常的饮食。3.能完成有关饮食的调查表。teaching material analyses teaching focal points

1、使学生能听、说、读和写词汇: cabbage, onions, month。

2、使学生能够描述自己日常的饮食。

teaching difficulty points

1、能完成有关饮食的调查表。

2、能够在日常生活中,恰当的使用how often„?句型。teaching aids tape recorder and tape, vegetables, ng steps

warming-up and revision:

一、greeting.

二、利用词汇卡片复习:beverage、meat、fruit。 new concepts:

一、学习cabbage、peas、、利用谜语学习peas。they are are live in the hous are they?

2、使用实物学习cabbage、onions。

put the cabbage in the student touch and gu is it? ⑵

the students talk about the example: what colour is it? heave or light? do you like cabbage? ⑶

put the onion in the student touch and gu is it? ⑷

the students talk about the onion.二、练习对话。

1、t:how often do you eat peas? s: once a : how often do you eat cabbage? s: …

2、小组练习对话。

3、听录音并完成下表。(不看书)how often does danny eat

day week month year donuts?

cabbage?

peas?

onions?

4、订正上表,并让学生描述内容。

三、小组练习,用调查表的形式调查一位同学的饮食习惯。a)

小组调查并填表。b)

展示各组表格。

c)

描述并评论同学饮食是否健康。

四、出示健康饮食表。

a)

出示一张小学生健康饮食表。b)

谈论饮食表。

c)

对照饮食表说说自己饮食有哪些不好的习惯?

五、homework。

制作一张适合自己的健康饮食表。

六、cla closing.板书:

leon 12 : eat your vegetables!how often does danny eat

day week month year donuts?

cabbage?

peas?

onions?

exercises :

一、choose the right answers to the

what colour is cabbage ?

() do you wake up everyday ?

() you like peas ?

() often does danny eat donuts ?

() do you do before supper ?

() wake up at 7:00 in the eats donuts about twice a ’s often do my , i do.二、write the words in the correct , how , eat , often , you , onions

_________________________________

, would , some , you , cabbage

_________________________________

, i , month , a , about , peas , twice 课后反思:

leon 13 :exercise 教学目标:

1、students can read,write,say and aurally understand the vocabulary:minutes,hours,exercise

2、教授歌谣“everyone, everyone, reach up high”

使学生能跟着节拍边做动作边说歌词。

3、通过本课教学,使学生了解健康的生活方式应加强体育锻炼。 教学重、难点:

1、掌握本课四会单词: minutes, hours, exercise 是重点。

2、如何在实际中灵活运用 how much/how many/how often 是难点。教具、学具:

一个带有分针的钟表、录音机、课文录音带。教学过程:

一、cla opening and review:

1、play“

what time is it” to review how to say 、play“simon says” to review actions and phrases such as:ride a bike, walk, run, jump,play ping-pong等。

二、key concepts:

1、introduce:

(1)demonstrate“minute, hour”with a big clock.(2)demonstrate“exercise” with five each volunteer(in a whisper)to perform an action(use the actions recommended for “simon says” above.)ask the cla to gue what he or she is ask all the volunteers to perform their actions at the same time and lead a dialogue:

t: look!they are exercising!(point to each volunteer)riding a bike is g ping-pong is g is exercis else is exercise?(point to the next volunteer.)__ing is...c: …: right!(point to the final volunteer.)and __ing is …

c: …: very good!

2、use the student book and audiotape:(1)《教科书》第一部分 t:exercise helps make your body healthy and strong.出示问题:what is exercise? how much exercise do you need? 学生边看书边听课文录音,同桌讨论后回答。回答第一题引出动名词短语作主语这一知识点,板书:riding a bike/walking to school/running/playing ping-pong is exercise.回答第二题时引出how much 与 how many 的区别,并利用钟表演示使学生能回答: how many minutes are there in an hour?/how many minutes make an hour?(2)《教科书》第二部分 出示问题:how many minutes dose danny exercise? how often dose danny exercise? how many minutes dose danny walk to school? 听课文录音小组讨论后

得出结论:danny needs to get more exercise.采取多种方式操练:同桌对话、小记者采访的形式询问同学们的锻炼情况,在活动中复习并巩固句式的运用,深刻领悟锻炼的重要性。

3、practice: teach “everyone, everyone, reach up high” in number 3 of the student book.(1)play the audiotape, the students follow words and pictures in their books.(2)teach line by line, students to repeat.(3)finally play the audiotape again, students chant along and do the actions.(4)各组选派一名台前表演。

三、cla closing:

homework:(1)画出一些动作或尽量用动作表演出来来练说:___ing is exercise.(2)课余将所学chant 带动作表演给家人或朋友。

(3)make a chart : 了解身边人的锻炼情况。

板书 :

leon 13

exercise

sixty minutes make an hour!

riding a bike

walking to school

is exercise

running

playing ping-pong习题:

一、fill in the 、_____ helps make your body healthy and 、sixty m_____make an h____.二、根据答句补全问句:

1、_________exercise do you need a day?

i need about twenty minutes of exercise a 、__________minutes do you need to walk to school?

i need about five minutes to walk to school

3、___________do you play ping-pong?

i play ping-pong three times a week.课后反思:

leon 14 work hard 教学设计

教学目标:

1.知识方面:能听、说、读、写和正确运用high、low和homework等单词。 2.能力方面:能够在日常生活中灵活运用所学的词汇和句型。how often do you

_______ times a

.how many minutes do you _____ ____? about ____ 情感态度,价值观:通过分组练习、游戏培养学生合作互助精神、通过本课主题培养学生健康的生活观念。教学重难点:

1.使学生听写词汇 homework、high、low、等单词 2.使学生能灵活、运用并练习句型。

how

often

do you ___ ___?

about ____minutes.教学过程:

step1 warming-up and revision

一、greeting.

二、chant.(内容)everyone, up high,high、high、ne, low, low、low、2 new concepts

一、出示单词卡high、low把high贴在黑板的高处low贴在低处。让学生在手里随意拿一样东西,听教师的口令练习high、low.然后同桌练习。

二、观看幻灯,出示李明写作业的图片,放在屏幕的上方。提问:is

it

low?

what is he doing?引出homework,进一步提问家庭作业还有那些形式。陆续出示所有图片,问what do they do ?

do they work hard ?引出work hard 让学生说出自己最喜欢的事。问学生how

how many minutes do you___?

三、

a

game 将全班学生分成几个组,教师设置三个场景分别为学校、体育场、家中。要求学生用本单元所学的知识来编对话。最后用work hard

at(in)____.来概括。然后学生来教室前表演。2.(一)、教师鼓舞学生说:lets

work hard!does kim work hard ?出示问题,让学生带着问题听磁带,然后做出回答。

(二)、play

a

game

把全班分成若干小组,每组选出一名调查员,利用教师提前制作好的表格进行调查,评选出健康之星。step3

cla

closing

homework 画出一幅有关work

hard的图画,并写出几句话加以说明。四 布置作业

板书设计:

leon 14 work hard how

often

do you ___ ___?

homework about

low 课后反思:

leon : 15 are you ready for a quiz ?

一、教学目标

1.使学生能够理解并运用本单元所学的词汇及句子。 2.理解故事内容,完成活动手册。

3.运用所学内容在实际情境中进行会话练习

二、教学重、难点

1.

教学重点:掌握本单元的词汇,理解故事内容。2.教学难点:

用“how often do you ____? ___times a_____.进行情境会话练习。

三、教具准备

tape recorder and tape pictures cai

四、教学过程

一、greeting

[教师用 hello ,how do you feel now ? are you happy?等表达与学生问候,让师生在轻松的交流中走进本课]

一.

warming-up

用chant :“everyone ,everyone ,reach up high”作为热身的环节,既复习了以前所学内容,又将学生带到课堂上来,调动了学生的积极性。二.

review

1.

利用卡片,用问答的方式帮助学生复习本单元需要掌握的单词,也可以让一名学生扮演小老师来提问。

[在复习词汇的同时,也满足了孩子们的表现欲,让复习课不在枯燥] 2.用本单元学过的反义词,自编 chant

strong strong strong and weak

high

high

high and low

before before after and before

[利用 chant 熟记本单元的反义词,学生可以更快捷的记忆所学内容,同时也增加了他们的学习兴趣]

三、story story :

“a healthy monster’ prepare to read :

t: do you remember maddy the monster ? who is her friend?

discu the do the students think is happening in the story? read the story

play the audiotape ,then check up the the story

do you like this story? why or why not?

[利用小问题引起学生对故事的兴趣;在阅读故事中,尽量发挥学生的作用,让学生说一说他们读懂了什么,必要时教师给予帮助。让学生体验自己会读、会理解故事的过程。] use the activity book

[最后,利用活动手册来检验学生对故事的理解情况。]

四、cla closing 板书设计

leon 15: are you ready for a quiz ?

strong strong strong and weak

high

high

high and low before before after and before

选择正确答案的序号填空。

1.i always dry the dishes ______

2.______minutes do you watch tv everyday ? much many often this heavy _____ light? it is

_____breakfast five times last

练习:

在故事中找出第二单元的重点词汇,勾画出来。课后反思:

leon 16 :again,please!

一、教学目标

1、知识目标:复习本单元的重点单词:介词:after before 名词:bones cabbage day exercise face homework hours minutes months muscles onions peas skin teeth weeks动词:brush comb 形容词:healthy high low strong weak

2、能力目标:通过情景创设,让学生能够理解并会书写这些单词,并在情景中运用单词,培养自主学习的能力,获得与同学交流的方法。

3、情感目标:通过本单元的学习,让学生知道如何强健身体?并学会在生活中如何与他人合作。

二、教学重难点:

能听懂、会说、会读和会写本单元四会单词并能根据本单元的内容完成小作文训练:how do you do make your body strong and healthy?

三、教学准备:

本单元中使用的图片如:肌肉、骨骼、牙齿及各种蔬菜

四、教学过程

一、cla opening and review

1、师生问候:

how are you today?

i’m fine thanks and you ?

i’m fine too.二、review:

1、根据以下问题来复习本单元中的单词 do you want to be strong and healthy?

how do you make your body strong and healthy?

学完本单元学生基本上能总结出以下几点;教师紧接着板书学生能够说出的内容:always eat breakfast!always brush your teeth!always eat vegetables!exercise!work hard!说出这些以后并让学生再详细说出每一项如何去做?这样就能把本单元中要复习的单词展示出来了,并写在黑板上。

2、根据上面内容复习本单元中的句型:how often------?

这个练习可根据图表来复习:就拿eat breakfast来说,教师可问班××上某一个学生,让他说出一周中他都是哪天吃早饭?然后填表。how often did you eat breakfast last week?

name sunday monday tuesday wednesday thursday friday saturday ××

×× √ √ √ √ √ √

填完此表后教师可根据学生的情况进行问答练习。回答时注意一次用“once”,两次用“ twice ”,三次及三次以上用“----times”。可根据时间安排其它组练习。

3、根据黑板上的板书练习说话;how do you make your body strong and healthy? 分组进行练习。几分钟后小组表演。

三、cla closing 作业:把说的小短文写出来。

四、板书设计 leon 16 :again,please!

name sunday monday tuesday wednesday thursday friday saturday ××

×× √ √ √ √ √ √

五、练习题

1、写出下列单词的反义词:

strong---

weak---

before---

high---

2、选择正确的单词填空:()how often do you eat breakfast?-------a.once

b three time

c four times sixty minutes make-------hour!a.a

b.an

c./

3、写作(至少4句)

how to make your body strong and healthy?

课后反思:

leon 17 summer is coming!teaching objectives:

4.

使学生能听、说、读和写词汇:leaves ,gra ,flowers ,sandals 5.使学生能够用英文描述每个季节的特征并说出自己喜爱的季节。teaching focal points:

使学生能听、说、读和写词汇:leaves ,gra ,flowers ,sandals teaching difficulty points:

使学生能够用英文描述每个季节的特征并说出自己喜爱的季节。teaching aims:

tape recorder and tape, cai teaching steps: 一.师生互动

1.游戏:simon says.复习动作短语:swim, skip, play sports , fly a kite, look at flowers

2.绘画:复习tree , leaves , flowers, gra, clouds.(先让学生画4棵树,然后分别在不同的树上画上四季的特征,即新叶,黄叶,白雪等,完成后让学生在树旁写上四季的名称。)

3.看图说话(引导学生自学第一部分内容)

二.自由对话:whats your favourite season?

引导学生用my favourite season is...或i like....best.回答。在多次练习的基础上,拓展对话内容,谈谈喜欢这个季节的理由。(引导学生用上课文中的句子:i like to ,i like flowers.....)

三、自学课文

1.提出问题:whats jenny and li mings favourite season? why ?

2.学生自学,小组合作,找出答案。

3.小组赛读(分层次竞赛,小组内分工读单词或句子,并进行相应的加分)blackboard show:

leon 17 summer is coming!leaves

gra

flowers

sandals exercises: 一 补全单词:

l_ _ves

gr_

fl_ _ers

s_nd_ls 二 根据句意补全句子:

1 in summer , i like ____ sometimes ,i play sports ____ my i like ___look____the i lie ___the gra and look at the clouds.课后反思:

leon 18 lets go swimming!teaching objectives:

1.使学生能听、说、读和写词汇:swim ,swimsuit ,swimming pool 2.教育学生要养成热爱运动的好习惯

3.学生会用英语表达有关游泳的一些简单常识 teaching focal points:

使学生能听、说、读和写词汇:swim ,swimsuit ,swimming pool teaching difficulty points:

学生会用英语表达有关游泳的一些简单常识 teaching aims:

tape recorder and tape, cai teaching steps:

一.游戏“你做我猜”复习swim ,duck ,fish ,river ,sandals ,lake等在课堂中将要用到的单词。

二.播放课件,学习第一部分

1,提出问题:whats jenny doing?引导学生回答:shes : can you swim?

s: i can swim./i cant :(show cards)can chicken swim?

what else can swim?

2, 学习swimsuit

a,猜卡片游戏复习衣物类单词。引出,提问:what do you wear to swim?

what else ?

3,学习swimming pool

do you want to swim? ok, lets go to the swimming pool? 引出swimming you know , where is the swimming pool? 引导学生回答哪些地方有游泳池。

引导学生运用句型:lets go to the swimming pool to swim!邀请好朋友去游泳

where else can you swim?化用句型:lets go to the lake/river to swim.三、学习短文

提出问题:do you like swimming? does danny like to swim? can danny swim?

小组合作学习课文。

分层选择学习:

a.能流利朗读课文

b.能流利朗读文中对话

c。能读出大部分单词

回答问题: jenny swim?

does danny wear to swim?

does jenny wear to swim?

danny swim? why? blackboard show:

leon 18 lets go swimming!

swim

swimsuit

swimming pool exercises:

一 将下列动词转换成名词:

例 skip skipping rope

swim __________

play _________ run________ 二 回答问题:

1 can you swim?

2 what do you wear to swim?

3 where can you swim? 课后反思:

here’s some i am lying on the i can see the sky!practice

spanide the cla into small each group to make up a dialogue about lying on the gra and looking at clouds in the read about making up dialogues in “teaching techniques”

play “go fish” or “memory card” with the students’ flashcards for the following words: cloud, sky, flowers, leaves, gra, snow, ice, rain, sun and the activity book

number 2 in the activity book is a listening exercise on the audiotape as follows:

leon19:let’s go to the park teaching objectives: looks like , sky goes to the park, we should clear about its ’s fun and happy, if you have time you can go out to play after you have finished your nature is clear and vivid, clean air, green trees and leaves, white clouds, beautiful can go out share ng focal points:

1.

how to use “look like” 2.lie teaching difficulty points: 1. how to use “look like” 2. lie

teaching aims: a tape a big picture of the dialogue teaching steps:

cla opening and review

review “flowers” “leaves” “gra” with a a drill from “teaching techniques” introduce demonstrate “cloud” and “sky” with your poster, or by pointing out the window of your quick pictures of clouds on the the clouds look like phrases such as: use a puppet to introduce the word “lie” for example, draw quick pictures of a bed and some gra on the the puppet “lie” on these as you say phrases for it such as: i am want to can i sleep? here’s a am going to lie on the i am lying on the don’t want to sleep here!listen, draw the shapes and write the triangle

blackboard show:

leon19:let’s go to the park

lie on

cloud

sky

it looks like ses:

一 补全单词并写出汉语意思:

cl_ _d()sk_()

c_ _ cle()

gr_()二 写出下列动词过去式的原形:

ran()lay()liked()did()made()went()was()thought(三 补全句子:

1 what does the kite look like? __ ___ ____ a what does the cloud look like? __ ___ ____ an iam going to ____ ____ the i want to ____ _____ at the sky.课后反思:

leon 20 tomorrow we will work and play

一、教学目标:

知识目标:will, skip, fly, very, park...能力目标:学会在将来时态中使用 “will” 情感目标:培养学生保护花草树木的思想感情)

二、教学重难点:“will”在将来时态中的使用

三、教具学具:单词卡片,表示处所的图画和动作单词,课件等

四、教学过程:

1、greeting:

2、用表示处所的图片和相应的动作单词卡片练习句型let's go to the _____(场所)to ____(动词)_____(名词)。

eg: let’s go to the bathroom to wash our ’s go to the living room to watch ’s go to the gym to play ’s go to the park to fly 、做游戏“memory card”来复习动词的三种时态:

挑选10个左右动词,分别写出他们的三种时态。教师把单词卡片分成 “过去,现在,将来”三种时态放在黑板前,首先让学生记忆单词一分钟,然后让他们挑出相应单词三种形式组合在一起,并贴在黑板相应的位置上。看那组记得准。

4、介绍will是be going to的另一种表达方法,然后在黑板上将来时态的部分加出第四栏,给出一个will的例子,学生试着填充其他动词的这一部分。

5、小组活动:

将学生分成若干小组,告诉学生我们明天要去公园,请小组合作制作一项计划,围绕 “what will you do in the park?”展开讨论,并把商议结果以对话的形式汇报。

6、听录音,回答问题:

question: will liming, jenny and danny do?

will danny do in the park?

7、reading following the 、练习: a: 仿写句子:

eg: pencil

tomorrow i will write a

__________________________

__________________________ ng rope

__________________________

__________________________

__________________________ b:用所给词适当形式填空:

day i _______(go)to the park with my always _______(go)to school by ow i ________(go)to library to read a ______(go)to beijing next holiday i _______(help)my mother with housework.五、blackboard:

leon 20 tomorrow we will work and play yesterday today tomorrow ate eat going to eat will eat

六、课后反思:

leon21: summer holiday

一、教学目标 知识目标

1.复习本单元与海滩相关的词汇。

2.围绕what will you do tomorrow ?利用i will___.句型展开话题。能力目标

通过复习熟练掌握运用到i will_____.句型。②

引导学生描述自己暑假将要做的事。

能够熟练掌握两种一般将来时的表达方法。

二、教学重、难点 重点: ocean, beach, sand

难点: learn and use these form about ng steps:

warming-up and revision:

一、: hello,everyone!ss: hi.二、review

1、复习动词的过去式和将来时

yesterday

today

tomorrow

go

watch

play

2、师生、生生问答

t: what do you like to do in the summer? s: i like to : i like to play : …

t: what did you do last year? s: i went to : i went to the :(师替学生答)i went to a lake to swim in the lake and played on the beach.(出示beach 卡片引出新单词)new concepts:

一、学习新单词。

1、教师出示ocean, beach, sand三个新单词(让学生自己试读教师指导)。

2、让学生试着自己由词组成短语、由词短语组成句子(给出一些适当的词)。ocean,beach,sand on the beach,i like playing on the will play on the beach this the ocean i like playing in the will swim in the ocean this with sand i like playing with will play with sand this summer.回答问题(师问本班学生):

what will you do this summer? i will …

二、练习话题

1、小组讨论:what will you do this summer?

2、小组汇报:

s: i will go to hai like playing on the like playing with will play in the ocean i like that is : i want to play with my is fun.三、跟读课文,回答问题。questions: 1, where did jenny go last summer? 2, what did jenny do last summer? 3, what will li ming do this summer?

四、学生做一个旅行计划表。

who? where? when? how do you go? what will you do?

五、谈论你自己的旅行。

六、作业。活动手册

3、4题 本课练习

一、根据中文信息,选择正确的选项, 完成单词。()1,s_ _mer

()2,air_ _ane

()3,_ _ip

()4,mi_ _

d.()5,c_ _sin

二、用所给词的正确形式填空。

my family like to _______(go)on trips for our summer we _______(go)to beidaihe for our ______(stay)on the beach most of the time.(大部分时间)there we ________(make)thins with the _______(can not) my father _______(teach)me to shenyang for our winter aunt and uncle ________(live) we _______(visit) we ____(go)skiing and skating.三、连词成句。

1、like, beach, playing, i, the, on

2、will, and, aunt, i, uncle, visit, my

3、in, play, summer, to, sports, like, i, the

4、danny, too, i, mi, and, will, you

5、ill, again, happy, feel, we, see, to, china

课后反思:

leon22:what will you do at the beach? 教学目标:

1.知识目标:本课复习与海滩相关的词汇内容。, beach, sand, lie on the beach, swim in the ocean„„

2.

能力目标:能够准确流利地描述自己的海滩经历,恰当地运用相关语句。

3情感目标:培养学生热爱大自然的情感以及保护环境的意识。

教学重点:关于海滩的一些词汇。, beach, sand等。

教学难点:正确应用句式表达自己的经历和感受。教具准备:pictures, water, radio.教学方法:启发式,谈话式。

教学过程 备注

一.

cla opening and greeting.二.

:what do you like to do? ss:i like to fly a like to sing a like to draw a picture.…… 三.new : look, please!this is me at a am i doing? sa:you’are wearing :what am i going to do? sb:you are going to :where can i swim in? sc:you can swim in the :’re listen to me to introduce this picture is me at the s have can make a sand can lie on the am wearing am going to swim in the you go to the ocean? ss:yes/: what did you do there?(提给那些去过海边的学生)ss:…..t: if you are going to the ocean on this summer holiday, what will you do there?(此问题提给那些没去过海边的学生)ss:…...t: ok now i have two glaes of water, one is our drink water, the other one is ocean can tell us which one is the ocean water? ss: teacher, me!let me try!(叫一名学生到前边来,他用品尝的方法告诉我们答案.)sd: 咸的这杯是海水.t: yes, clever!we know the ocean water is salty.“salty” means “咸”. and to will jenny do at the beach? ss: she will lie on the will wear shorts and will make a sand will put on her will swim in the ocean…… to sing a the n the to rk: write a short paage about your ocean trip.九.板书设计:

leon22:what will you do at the beach? beach

sand

ocean ↓

lie on the beach make sand animals swim in the ocean 由学生感兴趣的问题导入,激发他们的学习欲望。

展示教师自己的生活照片,拉近与学生的距离,更直观生动地呈现本课的新授内容。教师启发引导学生回答问题,在此过程中强化训练了学生的口语表达能力。教师的看图描述给学生做了很好的示范,不仅锻炼了学生的听力还培养了他们叙述事情的逻辑思维和组织能力。

对学生能力的提升,让他们自己去想去说,训练他们的句式结构的组织及表达的综合能力。

这是本课的一个小游戏,能激发学生的兴趣和探究欲望,并考查了学生的一些生活常识。

复述是体现学生对已知内容的理解、运用和表达。

学唱歌曲能培养学生的韵律感,也能舒缓紧张的学习情绪,更能帮助学生识记更多的语句。

exercises:

1.

补全单词:

b_ _ch

s_ _d

oc_ _n 2.英汉互译:

lie on the beach()swim in the ocean()穿短裤和凉鞋()穿游泳衣()3. 小练笔:what will you do at the beach? 课后反思:

leon 23: are you ready for a quiz?

一、教学目标:

知识目标:学习故事“baby becky’s summer”

能力目标:能听懂故事内容并回答简单的问题,较好完成课本上的测试。情感目标:培养学生发现问题,自己解决问题的能力。

二、教学重、难点:通过本单元的学习,能过运用所学知识去解决问题。

三、教具、学具准备:录音机、磁带、故事书

四、教学过程:

1、cla opening and review ①sing “summer’s coming”

②review: do some exercises on student book

listen carefully!swim for the right for the wrong answer.⑴what do you wear to go swimming? ⑵what does this cloud look like? ⑶what are they doing? ⑷where will jenny go for the summer holiday? ⑸what is on the tree? what is under the tree?

2、story ①prepare to read look at the pictures on the story ons: what’s her name? can she fly a kite? can she skip? does baby becky cry in this story? ②read

listen to the audiotape and read.③discu the story

spanide the students into small groups(

questions: when is next summer? can baby becky fly a kite in this story? when will she fly a kite? can she skip? when will she skip? does baby becky like next summer better than this summer? do you like this story? why or why not?

t: do you have any other questions?(让学生提出更多的问题,大家共同解决,培养学生发现问题,自己解决问题的能力。)

3、activity book: n2

4、cla closing

五、板书:

leon 23: are you ready for a quiz? baby becky’s summer

put on her swimsuit baby becky

fly a kite

next summer

skip

六、课后反思:

leon 24: again,please!教学目标:1,复习巩固本单元所学词语,句子。2,进行简单测试。

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冀教版三年级英语下册教学计划

以新课程理念指导工作,

总结

新课程实施过程中形成的经验,深入研究课堂实施过程中出现的新问题、新情况,寻找解决问题的对策,大力推进素质教育,加强理论学习,落实英语学科教学常规,进一步提升我校的英语教学理念、教学水平和教学质量。

二、教材分析:

1、注重学生语言运用能力的培养,突出语言的实践性和交际性,同时也突出语言的真实性和实用性;

2、注重学生自学能力和学习策略的培养 ,为学生的进一步学习或终身学习奠定基础;

3、注重中外文化的双向式交流,使学生通过学习,培养未来跨文化交际所需要的能力;

4、注重学生学习兴趣的培养,以不同方式最大限度地激发学生学习的动机;

5、注重融合学科内容,加强学科之间的整合和渗透,让学生通过英语学习来获得基他学科的知识;

6、注重教材的灵活性和可操作性,以满足不同层次的学生的需求;

7、注重资料的配套,为学生提供良好的的英语学习环境,帮助学生拓展自我发展的空间;

班级基本情况:

英语对于小学三年级所有学生来说,都是从同一水平开始学习。教师应从激发学生学习英语的兴趣入手,培养学生学习英语的积极性,使他们建立初步的学习英语的自信心,初步了解中西文文化的差导。

三、

教学重点与难点分析:

1、注重学生语言运用能力的培养,突出语言的实践性和交际性,同时也突出语言的真实性和实用性。

2、注重学生自学能力和学习策略的培养,为学生的进一步学习或终身学习奠定基础。

3、注重中外文化的双向交流,使学生通过学习,培养未来跨文化交际所需要的能力。

4、注重学生学习兴趣的培养,以不同方式最大限度的激发学生的学习动机。

5、注重融合学科内容,加强学科之间的整合和渗透,让学生通过英语学习来获得其他学科的知识。

6、注重教材的灵活性和可操作性,以满足不同层次的学生的需求。

四、教学目的与要求:

1、激发学生学习英语的兴趣,培养他们学习英语的积极态度,使他们初步建立学习英语的自信心。

2、培养学生具有一定的语感和良好的语音、语调、书写基础,以及良好的学习习惯。

3、使他们初步具备用英语进行简单日常交流的能力。 4、培养学生的观察、记忆、思维、想象和创造能力。

5、适当介绍中西方文化,培养学生的爱国主义精神,增强世界意识,为学生的进一步学习奠定良好的基础。

五、教学内容与目标:

1、能听懂、会说12组会话,并能进行简单的交流。

2、能听、说、认读50个单词和听、说、读、写26个字母(包括同学、家庭成员、数字、水果、方位、动物等6个话题),并能简单地运用。

3、能听、做6个“tpr”活动。

4、能学会2个小制作。

5、能唱8首歌曲。

6、能听、说、唱7首民谣。

7、能完成8个自我评价活动。

8、能听懂6个幽默小故事。

9、能了解6项简单的中西方文化知识。

六、教学措施:

1、认真备课,钻研教材,抓紧课堂教学,做到当堂内容当堂掌握。

2、运用各种不同的肢体语言来辅助教学。

3、在课堂上多开展一些有趣的活动、游戏让学生在活动中学习英语,在生活中学习英语。

4、要求学生在课余时间尽量的运用已经学习的英语进行对话。

6、多看英语画报,多读英语故事,多看英语书籍。

7、多与学生交流,进行口语交际训练。

三年级英语冀教版教案全册 三年级英语冀教版教案免费网站篇3

冀教版三年级语文上册教学计划冀教版三年级语文下册

在语文教学中,教师应该注重提高三年级学生的认识水平,扩大知识面,掌握常用的文字和最基本的听说读写的技能技巧。一起来看看的冀教版三年级语文上册教学计划,希望对您有帮助。

1、要提高教学质量此文优秀网斐斐,课件园,关键是上好课。

⑴课前准备:备好课。

①认真钻研教材,对教材的基本思想、基本概念,每句话、每个字都弄清楚,了解教材的结构,重点与难点,掌握知识的逻辑,能运用自如,知道应补充哪些资料,__教好。

②了解学生原有的知识技能的质量,他们的兴趣、需要、方法、习惯,学习新知识可能会有哪些困难,采取相应的预防措施。

③考虑教法,解决如何把已掌握的教材传授给学生,包括如何组织教材、如何安排每节课的活动。

⑵课堂上的情况。组织好课堂教学,关注全体学生,注意信息反馈,调动学生的有意注意,使其保持相对稳定性,同时,激发学生的情感,使他们产生愉悦的心境,创造良好的课堂气氛,课堂语言简洁明了,多给学生展示的空间,课堂提问面向全体学生,注意引发学生学语文的兴趣,课堂上讲练结合,布置好作业,作业少而精,在保证教学质量此文优秀网斐斐,课件园的前提下减轻学生的负担。注重分层教学,因材施教。

2、要提高教学质量此文优秀网斐斐,课件园,还要做好课后辅导工作。

1、后进生转化 对后进生努力做到从友善开始,比如,握握他的手,摸摸他的头,或帮助衣服。从赞美着手,所有的人都渴望得到别人的理解和尊重,所以,和差生交谈时,对他的处境、想法表示深刻的理解和尊重,还有在批评学生之前,先谈谈自己工作的不足。总之让学生体会到师爱无处不在。

2、积极参与听课、评课,虚心向其他老师学习教学方法,组织形式等活跃自己的课堂。博采众长,提高教学水平。

3、培养多种兴趣爱好,到图书馆博览群书,不断扩宽知识面,为教学内容注入新鲜血液。经常领略名师风采。看光盘等找准自己的教学风格。

4、精讲精练,利用多种多样的练习活跃课堂。

5、积极准备公开课和自荐课,给学生1次展示的舞台。

6、培养学生自学能力。

一方面培养学生预习课文,自我解决生字词的能力;另1方面培养学生自我约束,自我管理,自己安排学习的能力。

总之,这学期踏踏实实,认真备课、上课、听课、评课,及时批改作业、讲评作业,做好课后辅导工作,广泛涉猎各种题型,扎实基础知识,形成比较完整的知识结构,严格要求学生,尊重学生,发扬教学民主,使学生学有所得,从而不断提高自己的教学水平和思想觉悟,并顺利完成教育教学任务。

一.指导思想

1.认真学习邓小平理论,认真贯彻党的教育方针,更新教学理念,深化教育教学改革,全面推行素质教育,为培养合格人材而努力。

2.加强政治业务学习,虚心学习外地的先进经验,不断提高业务水平,大胆实践,加强学法指导,努力提高课堂教学质量。 二.教学目的提高学生的认识水平,扩大知识面,掌握常用的文字和最基本的听说读写的技能技巧,使学生具有一定的听说读写能力。在学习知识的同时,对学生进行政治思想教育。发展学生的智力,培养学生良好的学习习惯。

三.教学目标

一识字、写字教学

本册要求学生认210个字,写300个字的识字量。教师应该鼓励学生通过其他渠道自主识字,增加识字量。鼓励同学之间交流识字的方法、经验和感受,启发他人;鼓励互相合作,在合作学习中分享识字的乐趣。

要继续加强写字的指导。除了在课堂教学中注意识字和写字的联系外,还要指导学生在反复的练习中提高写字技巧。要求学生把字写端正,写美观。

二阅读教学 1.精读课文的教学。精读课文是教材的主体,是进行语文学习的主要凭借。在教学中要注意以下几点。

(1)加强词、句练习。词、句练习要贯穿在小学阶段各年级的语文教学过程中。主要的任务是进行理解和积累。要引导学生主动运用、联系上下文等方法准确理解词语,运用联系上下文和生活实际的方法理解含义比较深刻的句子。要指导学生学习抓住课文中的重点词句进行理解,逐渐学会并善于把握文章的重点词句,进而理解课文。在理解的基础上,通过背诵、摘抄等形式,积累课文中的优美词语、精彩句段,积累在课外阅读和生活中获得的新鲜语言材料,同时培养对好词佳句的敏感,养成积累词句的习惯。

(2)要重视朗读的指导和练习。正确、流利有感情地朗读课文是阅读教学的重要任务。要把读书的时间还给学生,充分信任学生能读懂课文,让学生在自主的阅读实践中学习读书。引导学生把自己当作课文中的人物去感受,去体验,去思考。引导学生入境入情地读。读的形式要多样,读的指导和练习要有层次。要善于用指导朗读和学生有感情朗读的方法,培养语感,加强情感和美的熏陶。

(3)逐步培养学生默读的能力。继续加强默读的指导,要求学生不指读,不动嘴唇,不出声音。默读比朗读的速度快,也更利于思考。要培养学生一边默读,一边思考的习惯。要鼓励学生边读边动笔圈点,画出重点,标出疑问。读后要有自己的感受,主动提出疑问。默读课文,一般要对学生提出默读的要求,读完后,要交流感受,质疑问难,组织讨论,加强评价

(4)精读课文的教学,应该是在教师指导下,学生阅读、感悟的过程。要尊重学生自主选择学习内客、学习伙伴、学习方式的权利;要从学生的学习需求出发,以学定教,顺学而导,精心组织教学活动。要充分发挥学生的积极性和主动性,让学生通过自主学习,理解课文思想内容,并在自学实践中逐步提高理解能力。

2.略读课文的教学。

略读课文的教学要注意以下两点:一是从内容上说,理解课文的要求要低于精读课文的教学,一般是"粗知文章大意",只要抓住重点、难点帮助学生理解即可,词句的理解 __重点。二是从方法上说,教师要放手,让学生运用在精读课文中获得的知识与方法,自己完成课文学习的任务。略读课文教学的大体步骤是:先由学生通读课文发散思维;参照课后提示问题独立阅读、思考,发表阅读感受;再抓住学生感兴趣的一两个重点的、有价值的共性问题(可以是内容方面的,也可以是写法方面的),引导学生讨论、交流;多元的方式评价学习过程和学习效果。略读课文的教学不要拔高或降低教学要求。

三口语交际教学

1.明确教学要求,培养口语交际能力。教师首先要明确本册教材在口语交际方面的练习要求,根据相应的口语交际内容,有的放矢地进行教学。教师要从启发兴趣、激发交际的欲望入手,使学生明确围绕什么话题进行交流、讨论。

2.口语交际是听说双方的互动过程,教学活动主要应在具体的交际情境中进行。情境的创设,要体现中年级学生年龄的特点,还要有层次性,不能是一个水平上的循环。层次性可以是语言表达上的提高,也可以是表达内容的丰富,还可以是思维水平的提升。

3.引导学生自主进行评价。对口语交际进行评价,能有效地提高口语交际的质量。

内容仅供参考

三年级英语冀教版教案全册 三年级英语冀教版教案免费网站篇4

吹糖人

教材分析:

这是1篇描写童年生活的文章,充满着浓浓的乡情与友情。题目是吹糖人,但实际上讲的是糖人给孩子们带来的快乐和享受。文章通过描写孩子们对糖人的企盼,对吹糖人师傅手艺的惊奇,对糖人的分享,童真、童趣跃然纸上。学生对吹糖人了解的并不多,这一经验基础也给理解文中孩子们对吹糖人的好奇、迫切的盼望吹糖人,带来一定的难度,通过课件的演示弥补孩子们在认识吹糖人的经验空白,为接下来深入的品读课文打下基础。课文儿童化的语言,浅显的内容,为学生正确理解课文,领会课文的思想感情,培养学生的语感奠定了基础。

教学目标:

知识目标:认识本课“瞪、羡”等8个生字,会正确书写“巧、稀、捏”等13个生字。

能力目标:理解课文内容,体会吹糖人给孩子们的生活带来的惊喜与快乐的享受。提高学生随文理解词意的能力,同时提高学生的阅读能力。

情感目标:让孩子了解乡村童年生活的乐趣,学会品味生活中平凡的乐趣与美。教学重点:

能正确、流利、有感情的朗读课文,体会人物的心理活动。

教学难点:

理解课文内容,体会吹糖人给孩子们的生活带来的惊喜与快乐的享受。通过学习课文学会品味生活中平凡的乐趣与美。

教学方法:

指导学生边读边想象,调动起学生的生活积累,引起情感的共鸣。

教学时数:

2课时

教学准备:

教师:多媒体 课件 学生:回忆记忆中难忘的事 设计意图:

本节课的设计意图就是利用多媒体弥补学生生活经验之中模糊不清的表象认识,通过感知、品读体会、讨论提升展示教材的内涵部分,在理解课文的基础上,充分发挥学生的想象力,使学生的创新思维迸出火花。通过环境或学习对象的再现,激发孩子在平凡生活中发现乐趣、感受生活中的美好与和谐。

教学过程:

一、视频播放“吹糖人的过程”激发学生的学习兴趣、导入新课。

师:每个人在童年的记忆中都有一些抹不掉的记忆,随着我们慢慢的长大有的会渐渐模糊,不过总有一些令我们时常会想起,说一说哪些事经常会让你想起?为什么?有一群年龄与我们差不多的孩子,每次听到锣声就会精神抖擞,像一阵风似的跑出来,你知道为什么吗?

总结:这些孩子都想马上看到他们喜爱的吹糖人。让我们一起去看一看这吹糖人为什么这么惹人喜爱呢?

(播放吹糖人视频)

(媒体设计意图:吹糖人这种民间文化在我们这个地区的孩子见得不多,凭空的来理解吹糖人对当时那些孩子的强烈吸引力有些困难。凭借多媒体课件来弥补孩子们在生活中经验的空白,既能激发孩子们对吹糖人的兴趣,又能激发学习课文的热情,为以下文章的学习铺垫了必要的生活经验基础。刺激学生的感官,让学生身临其境,激起学生对吹糖人的感情共鸣,从而达到“课伊始,情亦生”,为学习的深入搭建了感情的平台。)

引出课题。

二、初读课文,整体感知。

1.同桌读课文,读准字音,读通容易读错句子。(课件出示生词认读)

2.快速默读思考:课文分为几个自然段?主要围绕什么来写的?课文主要讲了什么事? (出示课件口答填空)(媒体设计意图:40分钟的课堂是有限的,教师应珍惜每分每秒的时间引导学生有效学习。此环节几处多媒体课件的应用紧扣课文中心内容,随文识字,从文章题目入手,设计几个问题,帮助学生初步了解课文讲述的故事。)3.教师根据学生回答及时评价。

4.师:刚才我们在录像中领略了糖人师傅吹糖人的过程,让我们再走近糖人摊把糖人看个清楚。

(课件播放糖人图片)

(媒体设计意图:把课文插图搬上大屏幕,让学生仔细观察,使之展开丰富想象,通过反复朗读交流来获得深切的体验和感受,从而能有序地说一段话,并从中感悟到孩子们对吹糖人的兴趣。)三、细读课文,深入体验。

1.师:糖人没来盼糖人,糖人来了看糖人。那孩子们在盼望师傅到来时是什么样的状况呢?下面就让我们一同走进课文的第一自然段。

①指名朗读第一自然段,学生思考:乡下孩子究竟是怎样一种心情呢?你从这个自然段的哪句话,哪个词语看出来的,并谈一谈自己的感受。

②重点抓住“立刻飞起”、“脚板下生风”、“围”、“睁大眼睛”、“眼珠儿随着……滴溜溜地转”、“惊奇”等词语,引导学生体会乡下孩子追看糖人时的急迫和热切。在此基础上进行感情朗读,读出欢快、愉悦、急迫、热切和惊喜的心情。

师:糖人师傅在我们的期盼中终于来了,孩子们急切想见到的糖人给你留下了什么印象?

集体交流。

(出示第一自然段,随机划出重点词语;然后练习补充句子。)

2.默读第2至4自然段后同组交流,糖人究竟给乡下孩子带来了哪些快乐?找依据,说理由,解情感,读课文。

3.集体汇报:

(出示重点句段,随机划出重点词语。)

(媒体设计意图:通过文字幻灯片来理解重点词句,利用幻灯片在讲解时,让重点词改变成醒目的颜色,使学生很容易就理解了句子的意思。为学生的自学理解搭建了阶梯,从而更易感悟、理解文章的内容。)

①第二自然段:

a“一会儿……一会儿……一会儿……一会儿……这些生灵。”——说明糖人师傅的作品种类繁多,技艺纯熟,令人称奇。

老师可以和学生共同展示收集来的“糖人”资料,然后再让学生补充可能还会有哪些“小生灵”呢?用 “一会……一会……”的句式练习说话。

b“伸长脖子”、“瞪圆眼睛”“恨不得撬开”——写出了孩子们对吹糖人过程的好奇。此时,可以插入“吹糖人”的视频资料,加深认识。c“羡慕”——说明每个人都想拥有一个自己钟爱的糖人。d“老远、老远”——说明大家紧紧跟随,不肯离去。(教师引导学生体会情感,适时进行个性化的配乐朗读。)

(媒体设计意图:通过多媒体课件,为学生提供容情入境的音乐效果,使学生有种身临其境的感觉,大大激发了朗读学习兴趣,提高了个体朗读的欲望)

②第三自然段

a教师先引导学生想象一下“一个糖人一个故事,会有哪些糖人和有趣的故事呢?” b引导学生抓住“端详”、“舔舔”、“郑重”、“小心”、“不想咬碎”等词语来体会孩子们舍不得吃糖人,以及对糖人的无比珍爱,并随机进行感情朗读。

c大家都还没有吃够、玩够,糖人就这样融化了,消失了,你觉得可惜吗?为什么? 糖人虽然融化了,但是由它带来的那份美好的情谊却深深印刻在孩子们的心中。③第四自然段

整体回顾全文,引导学生思考:为什么前文说“糖人融化了,消失了”,而这里却说 “糖人在我的心中还没有融化呢”?

第一句中“糖人”是孩子手中握的现实中的食物,消失是因为大家都舍不得吃掉他们,所以“融化”了;而第二句中的“糖人”则是指“糖人给孩子们带来的快乐生活和美好的童年记忆”,它会永远根植在大家心中,无法忘记,所以说在心中没有融化。

(配乐情景渲染)

(媒体设计意图:构成文章的语言文字本身就有一定的造型、功能和表现功能,学生有感情朗读后形成融会了读者情感的体验,并对这一体验进行再加工深化,使之更加丰满鲜明。通过配乐朗读,学生脑海中会浮现出文中的情景,体会吹糖人给孩子们的生活带来的惊喜与快乐的享受。学会品味生活中平凡的乐趣与美。)

4.小结:尽管手中的糖人融化了,但是在我们内心深处永远不能消失的是糖人给孩子们带来的快乐、带来的童年回忆、带来的长大后对故乡的怀念……

5.配乐齐读全文。 四、拓展训练

1.阅读《童年回忆》片段。(课件出示《童年回忆》片段)

(媒体设计意图:结合拓展阅读进行小练笔,让学生充分感受、升华对文章的情感,使教学的内容贴近生活,用自己的笔触,描绘心中的情感。让学生知道生活就是学习,学习就是生活。)

2.通过读拓展阅读内容写出自己读后的感受。比一比哪个同学能和作者进行心与心的交流。

三年级英语冀教版教案全册 三年级英语冀教版教案免费网站篇5

leon 28 my favourite deert 教学目标

a、知识目标:

重点句型:i have„我有„„

i like„我喜欢„„

i don’t like„我不喜欢„„

b、能力目标:

能够熟练运用句型i have„(我有„„)

i like„(我喜欢„„)

i don’t like„(我不喜欢„„)

c、情感目标:

让学生感受成功的喜悦,激发他们学习英语的热情,使他们具有更积极的情感态度。

教学准备

录音机、录音带,图片。

教学过程

ⅰgreeting t: hello,everyone!c: hello!

ⅱnew conceptes t: let‟s sing a song!

t: what deerts are there in this song? c:______ t: yes,you are here,‟s this?

(教师拿出事先准备好的甜点图片对学生进行提问,来复习以前学过的甜点的单词)s1: it‟s ______.t: is it a dount? s2:yes/no,it‟s____

(在学生认识了这些甜品之后让学生听录音,并回答问题)t: what deerts are there in the tape? please listen!t: who wants to answer my question? what? s3:_______.s4:_______.s5:_______.s6:_______.(在学生回答完后教师先拿出一些复数甜点,再拿出一些其他物品的复数图片来进行提问,用这个问答练习来复习规则名词的复数形式)t: what are they? s7: they are_____ t: what are they? s8: they are_____ t: why do we say “they are ”but not say “it is ” ? c:因为这些是复数,所以我们说they are而不说it is。

t: what‟s your favourite deert? s1: i like___.t: what‟s your favourite deert? s2: i like___.(让学生根据图片内容来回答问题。因为这个问答学生都很熟悉了,因此他们回答起来是比较容易的。而教师在这个环节中要做的就是及时发现他们在回答过程中的问题,及时纠正。提醒学生注意单、复数,虽然这不是本节课的重点,但却是容易出错的地方,因此,教师还是应该作为重点来看。)t: ok, let‟s have a are many cards, please fill in the blank in the show your fruit.(教师出示需要填空的句子,填的多的并且正确的为获胜组)i like___.(任何一种颜色)i like___s.(任何衣服)i like a ___.(任何衣服)i like___s(任何一种食物)(给学生一段时间填空)t: which group has finished? who wants to try?(通过这个游戏看看学生对单词单、复数的掌握情况,并且在总结的时候向同学们展示句中进行单词替换的方法。之后请每个小组的同学读出自己小组的成果)t: please read : ok,good!please ears up!listen to the tape, and answer my question.① what’s danny’s favourite deert? ② what deerts do they have?(先放一遍录音让学生听,并试着让学生回答问题。如果不行,可再放一遍,然后订正。)t: answer my :_________________________.t: great!listen to the tape and read after please make a dialogue in group, then show your fruit.(这个环节是训练学生的说的能力,说是学好英语的重要环节,因此我们要注重培养学生说英语的能力。)ⅲ practice

t: spanide the cla into make some sentences with „i like a/an_____and you like a/an____.‟ „i like _____s and you like ____s.‟ and „i like(a/an)_____(s)but you like(a/an)_____(s).‟

let me see who the first one is.(利用以前学过的词,比如:最喜欢的颜色、衣服、午餐和甜点等造句。比较哪对同学最快、最好。)

ⅳ cla closing t: are you happy ?

c: yes, we are happy!t: i‟m happy ,now this cla is say goodbye to me!c: goodbye!t: bye-bye!板书设计

i have„我有„„

i like„我喜欢„„

i don’t like„我不喜欢„„

leon 23 are you ready for a quiz? 教学目标:

1.知识技能。

(1)完成本课所涉及的小测试。

(2)学生能够读懂故事书中的小故事。

2.能力目标:

通过小测试及故事理解,提高学生的阅读及听力理解能力。

3.情感目标:

提高英语学习的兴趣。

教学重点:掌握小测试中的6个句子,并能灵活运用。

教学难点:听懂并理解故事内容,顺利完成相关练习。

教学工具:录音磁带。

教学步骤:

cla opening and review.(1)greeting.(2)chant and sing the song in this unit.(3)play "spell" to review the main words in this unit.(4)finish the the quiz as the listening students finish it on the the tape check for them to write the answer below each : maddy the monster listen to the radio and think about these questions is maddy big or little? is she old or young? is she too big or just right for the claroom? is she too big or too small for the bus? where does she live? discu these questions then read the the activity the students to listen the tape twice.板书设计:

leon you ready for a quiz? story: maddy the monster maddy big or little? she old or young? she too big or just right for the claroom? she too big or too small for the bus? does she live?

leon 21 what is your addre? 教学目标:

知识目标:学生能够掌握(听说读写)和运用四会单词avenue,road,street;掌握并能运用句子what is your addre? my addre is ____.能力目标:了解中西文化差异(在介绍自己的地址方面的区别),通过学习,能运用英语简单介绍自己的住址并能与他人进行沟通与交流,通过这个话题的学习和语言训练,能灵活运用在日常口语交际中。

情感目标:为学生提供真实的语言环境,鼓励学生大胆地说,培养学生自我表达和与他人沟通的能力;养成良好的学习习惯,注意英语中“街道”的大小写区别。

教学重难点:

教学重点:能听懂和运用四会单词avenue、road、street(并且注意在描述具体地址时要大写首字母);句子what is your addre? my addre is ____.教学难点:在这节课中如何用英语介绍自己的地址并能用英语询问他人的住址情况,并且在表达的过程中做到句子流畅、发音标准,表达得清楚准确。

教具学具:

map, word card, radio and tape.教学过程:

(一)warming up and review:

t: hello, boys and am happy today, so i want to play a game.(look at a map 30 seconds,try to remember “where is the shop/restaurant/„?”,review these words: below, above, acro from, beside.)

(二)new concepts: step 1:

draw a house and an apartment on this : i live in an do you live? s: i live in a house/an “road, avenue, street” on this map, put “255 road/xin cheng street/dong xinyuan avenue/… on the map, read and find “what is my addre?”show the sentences “my addre is __.i live on ____ road/avenue/street”.pactise with your partner, open the book and only 2: show another to use these sentences to make dialogues: where is ____? what is your/her/his addre? is the ____ far from/near ____?

(三)ending: do activity book.板书设计:

leon 21 what is your addre? where do you live?

i live in is your addre? my addre is 20 where do you live? 教学目标:

1.知识目标:掌握本课重点概念: where do you live? i live in a/an house, 能力目标:使学生能够熟练地运用“where do you live?” “i live in a/an

”。

3.情感目标:感知英语的实用性,增强学习英语的兴趣。

教学重难点:

重点:重要概念 house, apartment。

难点:学生能够熟练地运用“where do you live?”“i live in a/an

”。

教学准备:

, apartment的图片

2.录音机及磁带

3.单词卡片

教学过程:

ng 2.复习

review “near, far”which students mastered in level demonstrate the concepts with 教授重要概念:

demonstrate “where do you live? i live in a/an

.”with a house and an apartment building on the one puppet “live” in the “house” and the other puppet “live” in the “apartment”.do a dialogue with the puppets based on “where do you live? i live in a/an

”.remind the students about “a” and “an”: a house,an ce:spanide the cla into small ask and can say:

s1:where do you live? s2:i live in a/an

.s1:is it near/far from school? s2:yes/no,…… after the 做 7.作业:

a.完成剩余部分.b.对话练习.板书设计:

leon 20 where do you live? where do you live? i live in a live in an 27 my favourite food 教学目标

a、知识目标:

重点单词:breakfast早饭 lunch午饭 supper晚饭

重点句型:what’ s your favourite food ? 你喜欢什么食物?

i like „ 我喜欢„„

i don’t like „ 我不喜欢„„

b、能力目标: 能够了解一些东西方的食物,并能熟练运用句型“what’ s your favourite food ?”(你喜欢什么食物?)

i like „(我喜欢„„)

i don’t like „(我不喜欢„„)

c、情感目标:

通过有效的语言活动,帮助学生逐步掌握所学的语言知识与技能,使学生产生成就感,并自信地参与语言活动,从而使其初学英语的好奇和对活动的喜好转化为持久稳定的学习兴趣。

教学准备

录音机、录音带,图片。

教学过程

ⅰ: hello,everyone!c: hello!

ⅱnew conceptes t: there are many games for you!do you like to play? c: yes!t: ok, let‟s play: go fish!

(这个游戏是用来复习第二册中学生所掌握的一日三餐、一天中的三个时间段的单词。利用这个简单的游戏,调动起学生的积极性。)t: ok, very good!when do you have breakfast / lunch / supper ? c: we have breakfast / lunch / supper in the morning / afternoon / evening.(在这一环节中如果学生不能理解的比较彻底,教师可以适当的加大练习的力度。)t: now, please look are they?(出示书中第一部分的图片,让学生看图回答问题,教师在这个过程中注意学生的单、复数的运用:fruit的单、复数说法是一样的)t: please listen to the tape and read after it.(这个环节不仅让学生练习听,还要训练学生说的能力。)t: great!play “favourite” white colour and studied clothes last you remember ? c: : let‟s go!

(这个游戏是用来复习favourite的,同时也为本课要学习的重点内容做铺垫。在学生回忆起favourite的用法是教师在这时要不失时机的说)t: what‟ s your favourite food ?

(学生会说出自己喜欢的食物,此时教师利用学生说的这些食物来引导学生做游戏,目的是引出本课重点。)c: i like sandwich / milk / fish ……

t: please draw picture of your favourite food.(让学生画出自己喜欢的食物的图片为后边的学习打基础)(在学生画好后教师用他们的图片进行重点教学)t: i like sandwich and milk.(教师指着图片对学生说,这样可以使学生更容易的理解其意思。同时教师要注意用自己的肢体语言使学生明白like的意思。)t: what‟ s your favourite food ? s1: i like hot dogs and : i like hot dogs and pizza,: i like : i like vegetables,: i like fruit and :: i like fruit and chicken,: i like …...t: what‟s meaning this word „and‟ ? s5: 和

(通过反复的练习让学生明白的意思,这样使学生的记忆更深刻)t: what is meaning „too‟? c: 也

t: 它放在了什么样的句子中呢?

c: 它放在了肯定句中

t:(教师再次拿起图片)i like sandwich and milk,but i don‟t like fish.(教师边说边用肢体语言演示,让学生明白老师所要表达的意思。如果学生还不能理解,教师可以用不同的食物再演示一遍)t: i like pizza and hamburgers,but i don‟t like ‟s meaning this word „but‟ ? c: 但是

t: what about you ? s6: i like french fries and dumpings,but i don‟t like : i don‟t like noodles,: what about you ? s7: i like soup and chicken,but i don‟t like : i don‟t like vegetables,: what about you ? s8: i like sandwich and hamburgers,but i don‟t like : i don‟t like sandwich,: what is meaning „either‟? c: 也

t: 它放在了什么样的句子中呢?

c: 它放在了否定句中

t: ok, now please listen to the tape, and answer my does danny like for lunch? what does jenny like for lunch?(要学生把正确的答案写下来,练习他们写的能力)listen!(教师放录音,第一遍放学生认真听,第二遍让学生回答问题,然后第三遍订正并朗读。在这个环节中不但训练了学生的听力,还训练了学生听音回答问题的能力,同时,也不能丢了让学生练习读的机会)s9: danny likes…and…but he doesn‟t like… s10:jenny likes…and…but she doesn‟t like… ⅲ practice t: do you want to know what the others favourite food? please make a dialogue in group, then show your fruit.(让学生在小组内编对话,以次来练习学生说英语的能里。)t: i‟m tired!are you tired? c: we are tired!t: ok, let‟s have a the “smile , ftown” game!

(让学生在轻松的氛围中学到知识,并以轻松愉快的心情结束本节课的学习。)ⅳ cla closing t: are you happy ?

c: yes, we are happy!t: i‟m happy ,now this cla is say goodbye to me!c: goodbye!t: bye-bye!板书设计

what’ s your favourite food ? 你喜欢什么食物?

i like „ 我喜欢„„

i don’t like „ 我不喜欢„„

leon 26 my favourite clothes teaching aims: key words: same different sentence structure: i like...teaching aids: tape , tape recorder, markers, clothing ng steps:

g-up and revision draw and colour teacher gives orders and students draw like this: draw a skirt and colour it a pair of shoes and colour them a pair of socks and colour them a t-shirt and colour it red, and answer teacher: what‟s your favourite colour?(encourage them to answer in three different answering, this student can go on asking other students this question) concepts teacher:(show students these clothing pictures and say)i like a favourite

cloth is a skirt spanide students into 3 or 4 group has 5 or 8 students 3 or 5 minutes to discu their favourite , write down the results and find are my favourite clothes.(write down these sentences on the blackboark)what‟s your favourite cloth? how many of them like the same clothes and how many of them like the different ones? teacher: i have a red sister has a red skirt, two skirts are the have a white sister has a blue two t-shirts are you know the meaning of same and different? listen and answer play the audio tape of the listening, show students some instance: what‟s jenny‟s favourite cloth?

do jenny and danny like the same clothes? what‟s danny‟s favourite cloth?

after listening, encourage students to discu those questions and find out difficult points in the , try to solve these questions by them closing

home work: interview at least 3 clamates about their favourite colour and g on the blackboard leon 26 my favourite clothes what‟s your favourite cloth? i like …

my favourite cloth is …

„ is/are my favourite cloth/clothes

leon 25 my favorite colours teaching aims: key words: pink orange white black brown green blue sentence structure: is this a…? yes/ points: what is your favourite colour? i like…

my favourite colour is… „ is my favourite colour teaching aids:

tape, tape recorder, ng steps: g-up boys and we will talk about many colours do you know?(stimulate students to find out some colours that they have learned)say and point teacher: point something ts: point to something red in the claroom.(invite one volunteer to come to the front and give the orders) concepts teacher: my favourite colour is is your favourite colour? students: my favourite colour is … i like…

„ is my favourite colour(show them different ways to response the question)activity give students 3 minutes to make up dialogues according to the example above.(teacher walks around students to check their work and offers help as long as poible)mix colours

teacher: just now, we talked about many kinds of today i only take five colours with are red, yellow, blue, white and black.(show students the pigments and encourage them to say them in english).we can try to mix any two of them and receive new colours.(give students ten minutes to create new colours with the five the activity, invite some of them to expre how to make green, pink, orange, purple etc.)result: red and blue make and yellow make and yellow make and white make to the tape

part two : favourite listening to the tape, show students some instance: what is danny‟s favourite colour? do jenny and danny like the same colour? draw and colour t: please draw a red apple.(teacher draws a red apple on the blackboard.)is this a red apple? ss: : draw a green tree.(teacher draw a green tree on the blackboard)is this a green tree? ss: : draw two blue chairs.(teacher draw two purple chairs on the blackboard)are they blue chairs? ss: : draw…

(use this way to practice the sentence structure: is this…?)open the textbook and read try to read part minutes later, check their rk: draw a picture and try to use all your favourite g on the blackboard leon 25 my fvourite colours what is your favourite colour?

is this a …? like…/ my favourite colour is…

no.„ is my favourite 23 are you ready for a quiz? 教学目标:

1.知识技能。

(1)完成本课所涉及的小测试。

(2)学生能够读懂故事书中的小故事。2.能力目标:

通过小测试及故事理解,提高学生的阅读及听力理解能力。

3.情感目标:

提高英语学习的兴趣。

教学重点:掌握小测试中的6个句子,并能灵活运用。

教学难点:听懂并理解故事内容,顺利完成相关练习。

教学工具:录音磁带。

教学步骤:

cla opening and review.(1)greeting.(2)chant and sing the song in this unit.(3)play "spell" to review the main words in this unit.(4)finish the the quiz as the listening students finish it on the the tape check for them to write the answer below each : maddy the monster listen to the radio and think about these questions is maddy big or little? is she old or young? is she too big or just right for the claroom? is she too big or too small for the bus? where does she live? discu these questions then read the the activity the students to listen the tape twice.板书设计:

leon you ready for a quiz? story: maddy the monster maddy big or little? she old or young? she too big or just right for the claroom? she too big or too small for the bus? does she live?

leon 18 are you short or tall? 教学目标:

掌握本课句型“how tall are you? i’m ____metres tall”和“how tall is ___ ? ____ is taller/shorter”。

教学重点:

掌握how tall are you? i’m ____metres tall.教学难点:

身高的表达方法,形容词比较级。教学准备:

录音机、课件。

教学过程:

(一)问候

t: old are you? ss:„„

sing a song: how old are you?

(二)新课教授

t: old are you? s:____.t: how tall are you?(the teacher take out a ruler.)‟re metres tall.(write the sentences on the blackboard.)“point”, say it, some numbers: , , , , , , a ruler.: 1m show some animal is it? it‟s very tall is it? it‟s metres some : how tall is it(panda)? s1: it‟s metres :how tall is it(giraffe)? s3:it‟s metres : oh, the giraffe is it, tall is the horse/rabbit/sheep…? s: it‟s ____ metres ____ is work : make a chart and then tell the ‟s your name? how old are you? how tall are you?

writing on the blackboard:

how tall are you? i‟m ____ metres tall is he/she/danny? _____._____ is taller/shorter.(三)练习: fill in the ____ are you? i‟m metres tall ___ kim? _____ is metres is is tall._____ is taller and ____ is shorter.板书设计:

leon 18 are you short or tall? how tall are you? i am

metres old are you? i am

.tall taller short shorter

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